Benjamin Franklin Believed Moderation Most Important...

Benjamin Franklin’s most important virtue is moderation, without it many individuals could get disorientated to the point where stimulation dominants their daily lives. Benjamin Franklin said, â€Å"Avoid extremes. Forebear resenting injuries so much as you think they deserve.† However, the extreme consequence of moderation is that the creativity in many individuals wouldn’t exist. If the new ideas and inspirations of creative individuals can’t grow than evolution can’t take place. Therefore, if moderation is used carefully in a society, it is an important virtue for present and future generations. Moderation balances all qualities of life and helps individuals to cherish these qualities. Joseph Hall giving an example stated, â€Å"Moderation is†¦show more content†¦Yet moderation only makes the individuals enjoy the desires of everyday life. â€Å"Be moderate in order to taste the joys of life in abundance.† (Epicurus) The gratification of an experience is better delayed so that the qualities and true desires for significant options are available in the future. Stimulation takes a big part of an individual’s life, causing the mental health to think of inadequate attempts of suicide. Statics from Lifeline’s 2012 Stress Poll says average humans stress on thoughts about the future (51%) and has continued to be the biggest contributors in suicides. Many people believe that suicide victims are infested with lies and don’t take caution to suicidal individuals. The National Institute of Mental Health have aware the citizens of United States in 2010 by warning â€Å"Most suicide attempts are expressions of extreme distress, not harmless bids for attention. A person who appears suicidal should not be left alone and needs immediate mental-health treatment. Studies showed that a type of psychotherapy called cognitive therapy reduced the rate of repeated suicide attempts by 50 percent during a year of follow-up6.† In our nation, many suicidal citizens are constantly trying to be accepted into modern society, this loses mod eration and the inspiration to live every day. This is some of the many notes of individuals taking their own lives by over thinking the future and present stimulation: In 1954, 49-year-old John Thomas Doyle took his own life. PeopleShow MoreRelatedF. Scott Fitzgerald s The Great Gatsby1299 Words   |  6 Pagesto most, it simply means rising from humble beginnings to great success through hard work and determination. Benjamin Franklin, a great American leader, pursued the American Dream through the creation of his â€Å"13 Moral Virtues.† Like Benjamin Franklin, Jay Gatsby, the main character in F. Scott Fitzgerald’s â€Å"The Great Gatsby†, created his own list of virtues as a child that he believed would make him successful if done correctly. This list contains items that overlap many of the ideas Benjamin FranklinRead MoreBenjamin Franklin Virtue Essay997 Words   |  4 PagesBenjamin Franklin came up with the idea to make his life better by trying to be perfect in every way. This can otherwise be known as trying to reach a state of moral perfection, in which one could find themselves being happy with the life they live, a nd also living a pure, sinless life. It has come to be questioned if attempting to achieve moral perfection is a worthwhile goal. In the end of his experiment he ended up not being able to reach or achieve his goal but learned a very crucial, very valuableRead MoreBenjamin Franklins Arriving at Perfection Essay953 Words   |  4 PagesPerfection? Can any one person be perfect? Benjamin Franklin believed that he could accomplish this task. Benjamin Franklin was known for being a cognizant and diligent perfectionist. During his lifetime, many people were concerned with correcting themselves of any fault that they may have had. Benjamin Franklin did have an interesting way to proclaim how he, could show everyone how to be perfect. He believes that he can make himself perfect. Even though his ways of being perfect are not the sameRead MoreFranklin And The American Dream Essay1486 Words   |  6 Pageshave studied the life of Benjamin Franklin would say, he was the man who invented the American Dream. His unfinished autobiography, written in the late 1700’s, is a perfect insight into the society he was developing in and his passion to benefit his community. His worth ethic and determination led to his many accomplishments that helped shape the New World. Franklin’s involvement in community projects in Philadelphia was very important to him and reflected his idea of the virtuous life and moral perfectionRead More Franklin Essay1455 Words   |  6 Pagesthis life, or is it impossible? Benjamin Franklin was an extremely brilliant and talented individual. He constantly sought ways to improve himself. After he read â€Å"The Spectator† he put in a very dedicated effort to imitate their style of writing because he loved how precise the authors wrote out their thoughts. Franklin was also a relatively religious man or at least believed enough to try to be a morally righteous man so that he would avoid his way into hell. Through these beliefs and vir tues FranklinRead MoreBenjamin Franklin : The Legacy Of Moral Perfection, And Franklin s Religion Essay1310 Words   |  6 PagesBenjamin Franklin is often known as one of the Founding Father of the United States, or further a famous politician. However, people should know that he also was a scientist, an author, a printer, postmaster, inventor, civic activist and a diplomat. He owned a diverse talent. And whenever we discuss about talented people, it is always attractive. Franklin was not an exception, his life was totally full of interesting stories. Through his autobiography, we can know more about this great person. DespiteRead MoreThe Ideal American Vision : Benjamin Franklin Vs. John Winthrop2087 Words   |  9 PagesAmerican Vision: Benjamin Franklin vs. John Winthrop Billions of people all over the nation and world have heard of the ideal American vision to be defined as a perfect set of rules and regulations that provide the ideal conditions for living life. Though many people to this day may still argue their understanding of these idealistic views, there is an ideniable truth that it was two most influential figures in history from the seventeenth and eighteenth centuries, Benjamin Franklin and John WinthropRead MoreThe Quest to Moral Perfection 1689 Words   |  7 Pagesthat dates to the times before Christ, where the idea of moral perfection was used to determine one’s right of passage into heaven. It was not until Benjamin Franklin, who published a guide within of his autobiography, describing thirteen steps to achieving moral perfection. Franklin used these morality milestones to thrive in living a successful life and eventually become one of the founding fathers of the United States. Great leaders have different characters that are expected from them beyondRead MoreThe Success Of The American Revolution1304 Words   |  6 Pagesfor technological advancements that would change American’s life forever. After every war, the development of a country increases. As for the American Revolution, Benjamin Franklin influenced and created a huge contribution in his politics, scientifical research, and for his war effort. During the American Revolution Era there was a strong conflict between Britain and the thirteen colonies that was resolved with Franklin’s help. â€Å"Franklin was born in Boston, Massachusetts on January 17, 1706† (Goldman)Read More Herman Melvilles Bartleby, the Scrivener Essay3521 Words   |  15 Pagesuses this narrative to attack the mythology previous autobiographers such as Benjamin Franklin created concerning the archetypal, self-made American man -- the new sons of Adam. For Melville, it was a mythology and persona that no longer applied because it supported a burgeoning class of capitalists, destined in the future to become the robber barons, who placed a higher value on the utilitarian ethics espoused by Franklin than on humanity. This Adam with whom the narrator identifies, becomes at

Social Expectations and Identity Development Free Essays

string(110) " expectations and rules that don’t belong to the society where he lives, but rather to a 4 foreign society\." Mounia RBIHA SSK1204 Social Expectations and Identity Development 1 The task that the individual is confronted to during his adolescence is to get socialized. Adolescents are strongly requested to deal with socialization. During this process, the adolescent encounters all the society’s demands and standards. We will write a custom essay sample on Social Expectations and Identity Development or any similar topic only for you Order Now The challenge that remains at that stage for the adolescent is to form his own place in the society where he lives. Moreover, he has to feel that he fits in that place. All through the socialization, the adolescent has to consider the social expectations because he can’t forge his personality regardless of the surrounding environment and the external rules. Social expectations can push the adolescents to change their behaviors, their way of thinking. Actually, social expectations shape the identity of the adolescent. Freedom and independence are two major concepts that the individual tries to search for during his adolescence. Freedom and independence have a special meaning for the adolescent which is to not to be compelled or forced to do something. The adolescent doesn’t want to feel the pressure on him. This pressure becomes greater when it comes to social rules and expectations because the adolescent may feel that he is judged according to the society’s standards and conventions. Sometimes, adolescents may perceive these expectations as a challenge that they have to win, and according to Crockett and Silbereisen, â€Å"adolescents are thought to perceive social expectations and to define tasks for themselves based on these expectations†, (p. 6, 1999). From this view, the social expectations seem inescapable. The adolescent can’t deal with the external world without these expectations. This requirement is frequently responsible for the rebellion. (Geldard, Geldard, 2004). The adolescent feels that he is surrounded by different rules that don’t fit necessarily his personality. So, sometimes he feels the need to make some changes in his behavior to make it more socialized. This change that occurs varies from an adolescent to 2 another depending on how the adolescent accept it. Some of them can perceive that change as a necessity and as a need. So, he would do his best to create a space where he can match his own needs and what he is expected to do. Others would perceive it as a duty where they feel no responsibility. Their change would be not effective since they don’t think that they are in a need of such adjustment to create a harmony between themselves and the society’s expectations. The social expectations involve the interaction with others. In fact, the adolescent cannot form his identity without developing some relationships that link him with the others, as it is said by David Geldard and Kathryn Geldard in their book Counseling Adolescents, â€Å" the adolescent can only construct a personal identity in the context of relationship with others† (2004, p. 1). This fact leads to recall the childhood. Childhood is also a stage in one’s life where the individual is being used to get in touch with the external world. By starting to be socialized, social expectations begin at that specific period of life. Children are supposed to behave in such a way that would make the others call them, sweet or c ute. Nobody would hear someone call a kid a devil in a serious way. Actually, children are expected to be angels. No one can imagine an evil act done by a kid. In the Moroccan society, children are often asked to call someone that they don’t really know khalti or aami depending on the gender, which can be translated as â€Å"aunt† or â€Å"uncle†. Everybody becomes an aunt and an uncle, from the friend of the mother to the neighbor passing by the seller. This naming is spread all over Morocco. It is a rule that links young people and older people. It is a sign of respect regards the older persons. This fact shows one of the society’s expectations regards the individual that starts from childhood and continue during adolescence until adulthood. At that point, children begin to be aware of the presence of different behaviors that are not all accepted and where the choice is not allowed. In fact, they understand that the choice had been done by the society, and this society expects from that child to behave according to its choice. Actually, while being a child, the individual is not given a lot of choice. Most of t he time, he does what older people ask him to do, which he believes is the best alternatives. But at the same time, these demands at this age help children to get used to such expectations that will become bigger and heavier to stand over the next coming years. During the growing up process, the adolescent meets at each stage more social expectations. Sometimes, they get more complicated. In fact, social expectations are the mould where the identity of the individual is put. They define and draw the borders of the identity. According to Levesque in his book Not by Faith Alone, â€Å"social expectations inspire the identity formation process as much as the more obvious biological and cognitive changes. † (2001, p. 36). This is to say that they play a huge role in determining the attitude of the adolescent towards himself and towards the whole society. Due to the hardness of the task of coping with these expectations, there are some adolescents that meet them and others who are unable to achieve them. At the adolescence stage, it is difficult to deal with the society’s expectations. People who are in this case are overwhelmed by these expectations. (Geldard. K, Geldard. D) . For those people, this feeling of inability that haunts them would push them to an â€Å"anti-social behavior† (Geldard. D, Geldard. K. , p. 12, 2004), which is most of the time rebellion. Since he cannot get socialized, the individual chooses isolation. Other times, he can choose to do exactly the opposite of what he is expected to do. For instance, following a set of expectations and rules that don’t belong to the society where he lives, but rather to a 4 foreign society. You read "Social Expectations and Identity Development" in category "Essay examples" The outcomes of those situations are several. Delinquency is one of them. The adolescent can’t find his place among the society members. He starts to search for ways to belong to the marginalized peers, which meets the isolation concept. In fact, this turning to that marginalized members reveals a real lack in the need of belonging. The belonging need is not met, (Geldard,D. , Geldard, K. , 2004). The inability to belong to a group may affect the self esteem of the adolescent. Thus, it can bring a sense of doubt in his own capacities about undertaking some initiatives. This lack of self confidence may push the adolescent to avoid any kind of susceptible situation, as it was said by Eriksson (Muuss, 1999) in his theory of identity development in the conflict about autonomy, shame and doubt. In contrast, people who achieve these expectations feel that their goal is reached, which is about to get socialized. They feel more and more comfortable in that new place where they have just settled. This achieved goal can bring a feeling of satisfaction. The individual can start to be proud of himself and more self confident. Thus, a higher self-esteem of himself could be attained. It would allow him to undertake more initiatives and to be more willing to take actions. In that situation, it is the autonomy part of Eriksson’s theory that it is being satisfied. The adolescent would be no more afraid of relying on himself because he knows that he succeeded in doing the hardest task that he would be asked to accomplish during his entire life, which is to get socialized. Social expectations vary from a society to another depending on its standards and conventions that are tightly related to culture and religion. But in fact, Havighurst, (as cited in Geldar, Geldar. , 2004), has defined some tasks that the adolescent has to make adjustments on and has to achieve. These tasks concern at first the gender and sexual role 5 of the adolescence. The adolescent must accept the role that is attributed to him and create according to that role relationships with peers who belong to that society. Secondly, the adolescent is expected to start preparing his future life by developing some intellectual skills which would help him to have an occupation that will ensure an economic independence. This economic independence will bring the adolescent to prepare for a family life. Finally, the adolescent is required to build a set of values that fit with the environment where he lives in. These expectations form a sequence of achievements. Each expectation generates another one. Also, as the individual goes into age, he faces more complicated expectations that aim mainly the future life that is about adulthood. Moreover, those social expectations vary according to gender. Females and males are not expected to do the same things or to have the same goals or values. In fact, the expectation that was previously mentioned about the sex role is tightly related to this one. Each gender has its own role. Girls may feel that their main goal is to get married and to have children. Boys have to be always strong and never display or show any weakness. These expectations exert a huge pressure on both genders. Additionally, due to these expectations, girls may form long-term goals. They would stop thinking about the present moment, but rather start to prepare for their future lives as spouses and as mothers. Boys, would never act like they feel like to. They would always remember that they don’t have to show their feelings. Failing in achieving these goals and coping with them is often responsible for the appearance of the violent behavior as it is said in Counseling Adolescents. Social expectations could be perceived as a limitation of the development of the dentity. But in some cases, it is considered as the element that saves the individual from 6 identity confusion. The adolescent has to find a landmark that would guide him through the process of the development of his identity. Eriksson refers to peers’ expectations that can be considered also as social expectations since they are members of the society. According to him, the adolescent is in need of these expectations that come specifically from his peers to start having a sense of his identity which is different from the one that he gets from his parents. This distance that the adolescent creates towards his parents marks the end of the strong emotional dependence that he had with them—the departure. To maintain this relationship with parents, the adolescent has to respond to some expectations. Parents often, expect from their children to be and to do what they had wanted to be in their youth. Sometimes they don’t realize deeply what they are asking their children to do. These behaviors can bring the adolescent to form what is called a false identity. The individual doesn’t consider his own needs, or sometimes he can only perceive his needs through the others’ needs. As it is said in Normal Child and Adolescent Development, â€Å"a false identity is also established in adolescents who have grown up in a family in which they continually adapted to their parents’ needs and expectations at the expense of their own innate needs†, (Gemelli, p. 478, 1996). They just want to see and recall their own youth through the one of their children. But at a certain moment, parents find themselves in the obligation of withdrawing from their children’s lives (Geldard, Geldard. , 2004) to give them the opportunity to become independent. Eriksson (Muuss, 1996) believes that this stage of independence is crucial for the adolescent â€Å"to attain a mature identity†, (p. 52). In fact, while the parents’ expectations vanish from the adolescent life, the social expectations in contrast, follow him through all his life. Actually, these expectations help him to stay focus on his own identity and 7 according to Erikson (Muuss, 1996), these expectations becomes more important at the period of entering adulthood because they are more likely to cause crisis due to the fundamental changes that they may set off. Living in a community requires giving oneself up to its rules. Social expectations are the primary rules that the individual is confronted to during all his life. So, the individual can not act and react only depending on his own point of view. A whole society must be considered. In fact, it is not a simple task for an adolescent, especially when he is in a position that doesn’t allow him to judge any of those expectations. Thus, the formation of his identity depends on how he coped with these social expectations and if he reached his goals by accomplishing the tasks that these expectations define for him. How to cite Social Expectations and Identity Development, Essay examples

Racism in U.S. Military free essay sample

Examines major examples of racial bias in 1940s legal, political ethical pressures leading to President Trumans 1948 order to desegregate armed forces. DESEGREGATION OF THE UNITED STATES ARMED FORCES Introduction The desegregation of the United States armed forces was directed by Executive Order No. 9981 issued by President Harry S. Truman on 26 July 1948. Harry Truman, however, was not a good fairy and Executive Order No. 9981 was not a magic wand. The desegregation of the armed forces in the United States did not occur in an instant. In fact, years were to pass before widespread integration, the obverse side of the coin on which segregation is the reverse, was the rule in the armed forces. The issuance of Executive Order No. 9981, as was true of the pressures for the desegregation of the armed forces in the United States, did not occur in political and social vacuums. Each was the product of events and environments that long pre-dated. We will write a custom essay sample on Racism in U.S. Military or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page .

America discovery essays

America discovery essays The discovery of the Americas was originally and accident. It was thought that the new world was the Eastern Indies, which is why Native Americans are called Indians. Even though Columbus set out to find a new route to the Indies to find riches, the later colonies werent necessarily looking to get rich. The biggest motivation for founding the English colonies was for religious freedom. The Roman Catholics took the journey because protestant Englands persecution, some separatists Christians sailed to keep their religion pure, and the protestant Germans fled due to oppression in the mother country. Maryland was founded by Lord Baltimore, who belonged to a prominent English Catholic family, though he set Maryland up partially for a profit, he also set it up as a refuge for his fellow Catholics because the Protestant England was still persecuting Catholics. One of the numerous discriminations was that a couple could not be legally married by a Catholic priest. After arriving in Maryland tension between the Catholics and Protestants grew, forcing the Catholics to throw up their support for the Act of Toleration for all Christians. King Henry VIII broke his ties with the Roman Catholic church, and proclaimed himself the head of the church of England, his actions made some religious reformers undertake a total purification of Christianity, as they took the name Puritans. Puritans grew unhappy with the slow progress of the protestant reformation in England, so a small group vowed to break away entirely from the church of England, they became known as separatists. King James thought that if his subjects thought they could defy him as a spiritual leader, they would soon defy him as their political leader as well, so he chased them out of his land. With no place to go the separatist fled to Holland, but didnt like the Dutchification of their children that followe...

How to Conjugate the Verb Scrivere in Italian

How to Conjugate the Verb Scrivere in Italian To writeTo recordTo attribute (to) What to Know About â€Å"​Scrivere† It’s an irregular second conjugation verb, so it doesn’t follow the typical -ere verb ending pattern.It’s a transitive verb, so it takes a direct object.The infinito is â€Å"scrivere†.The participio passato is â€Å"scritto†.The gerund form is â€Å"scrivendo†.The past gerund form is â€Å"avendo scritto†. INDICATIVO/INDICATIVE Il presente io scrivo noi scriviamo tu scrivi voi scrivete lui, lei, Lei scrive essi, Loro scrivono Esempi: Scrivo un messaggio a mia sorella. - I’m writing a message to my sister.Come si scrive quella parola? - How does one write that word? Il passato prossimo io ho scritto noi abbiamo scritto tu hai scritto voi avete scritto lui, lei, Lei, ha scritto essi, Loro hanno scritto Esempi: Ha scritto i nostri nomi sulla sabbia e mi ha mandato questa foto. - He wrote our names in the sand and he sent me this photo.Siete sicuri che avete scritto tutto? - Are you sure you wrote everything? L’imperfetto io scrivevo noi scrivevamo tu scrivevi voi scrivevate lui, lei, Lei scriveva essi, Loro scrivevano Esempi: Mia nonna mi scriveva un biglietto ogni compleanno. - My grandmother wrote me a card every birthday. Il trapassato prossimo io avevo scritto noi avevamo scritto tu avevi scritto voi avevate scritto lui, lei, Lei aveva scritto essi, Loro avevano scritto Esempi: Ho provato a leggere la lettera che mi hai spedito, ma l’avevi scritta in modo illegibile. - I tried to read the letter that you sent me, but the way you wrote it is illegible. Il passato remoto io scrissi noi scrivemmo tu scrivesti voi scriveste lui, lei, Lei scrisse essi, Loro scrissero Esempi: Boccaccio scrisse tanti racconti dell’umanit durante le peste bubbonica. - Boccaccio wrote many stories about humanity during the Black Plague.Durante la guerra i soldati scrissero pià ¹ di 1000 lettere. - During the last conflict, soldiers wrote more than 1000 letters. Il trapassato remoto io ebbi scritto noi avemmo scritto tu avesti scritto voi aveste scritto lui, lei, Lei ebbe scritto essi, Loro ebbero scritto TIP: This tense is rarely used, so don’t worry too much about mastering it. You’ll find it in very sophisticated writing. Il futuro semplice io scriver noi scriveremo tu scriverai voi scriverete lui, lei, Lei scriver essi, Loro scriveranno Esempi: Stella, scriverai il prossimo articolo su Renzi. - Stella, you’ll write the next article on Renzi. Il futuro anteriore io avr scritto noi avremo scritto tu avrai scritto voi avrete scritto lui, lei, Lei avr scritto essi, Loro avranno scritto Esempi: Non appena avrà ² scritto il mio primo libro, te lo spedirà ². - As soon as I have written my first book, I will send it to you. CONGIUNTIVO/SUBJUNCTIVE Il presente che io scriva che noi scriviamo che tu scriva che voi scriviate che lui, lei, Lei scriva che essi, Loro scrivano Esempi: Penso che scriva un romanzo basato sulla vostra storia. - I think she’s writing a romance novel based on your story.Credo che lo scrivano loro due. - I think the two of them are writing it. Il passato io abbia scritto noi abbiamo scritto tu abbia scritto voi abbiate scritto lui, lei, egli abbia scritto essi, Loro abbiano scritto Esempi: Sono contentissimo che mi abbia scritto. - I’m so happy that she texted me. L’imperfetto io scrivessi noi scrivessimo tu scrivessi voi scriveste lui, lei, egli scrivesse essi, Loro scrivessero Esempi: Volevo mi scrivesse, ma non ho ricevuto risposta per una settimana intera. - I wanted him to message me, but I haven’t heard back for an entire week. Il trapassato prossimo io avessi scritto noi avessimo scritto tu avessi scritto voi aveste scritto lui, lei, Lei avesse scritto essi, Loro avessero scritto Esempi: Non ho mai detto che lei avesse scritto quel messaggio, infatti era Giorgia ad averlo scritto. - I never said that she had written that message, in fact it was Giorgia that wrote it. CONDIZIONALE/CONDITIONAL Il presente io scriverei noi scriveremmo tu scriveresti voi scrivereste lui, lei, Lei scriverebbe essi, Loro scriverebbero Scriveresti una lettera a tuo babbo? Mi ha detto che gli manchi. - Would you write a letter to your father? He said that he misses you.Scriverei un poema intero se servisse a conquistarla! - I would write a whole poem if it helped in getting her to like me. Esempi: Il passato io avrei scritto noi avremmo scritto tu avresti scritto voi avreste scritto lui, lei, egli avrebbe scritto essi, Loro avrebbero scritto Pensavo che avrebbe scritto un giallo, ma invece vuole scrivere un romanzo. - I thought he would write a mystery novel, but instead he wants to write a romance.

How k-12 schools can benefit from growing their own fruits and Essay

How k-12 schools can benefit from growing their own fruits and vegetables - Essay Example l kids growing their own food). Unhealthy food habits observed among the students of K-12 schools seem to cause many serious issues to them and to the schools as well. These problems could be solved by promoting fruit and vegetable gardens in schools. K-12 schools can benefit from growing their own fruits and vegetables because it helps to keep their students healthy and fresh in order to produce better academic results and to inculcate social values in them. Health-related Benefits: Better nutritional food helps children to maintain good heath which is essential for their physical growth as well as to maintain mental readiness for the process of learning. An encouragement to healthy eating habits has been given by the Welch's Harvest Grand program which is a joint effort by the National Gardening Association and The Welch's magazine. They provide opportunities for students to learn the importance of a balanced diet, the role of vegetables and fruits in their food habits; the student s can also gain an understanding of what they eat and how the foods are cultivated. Fresh fruits and vegetables included in their diet made them healthy and brighter and as Holly Orians comments, "the food service only has to say 'This is from the garden' and the kids are lined up to get the veggies!† (Welch's Harvest Grants Help Children Enjoy Benefits of Growing Fruits and Vegetables and Reap Rewards in the Classroom) Welch's observed the participation of parents, teachers and even other members of the communities who worked on the gardens, and the students showed immense interest in the foods of which they grew and harvested. K-12 schools are thus benefited by providing opportunities to their students to have food which is made up of their own hands in keeping them under good physical condition. Academic benefits: The fruit and vegetable gardens of the school provide a 'learning by doing' experience to the children in the field of agriculture, which otherwise would have bee n only a verbal experience to them. The result of Welch’s program as Holly Orians states â€Å"we’ve seen improved science scores across the board and also students' reactions to the outdoors" (Welch's Harvest Grants Help Children Enjoy Benefits of Growing Fruits and Vegetables and Reap Rewards in the Classroom) was a great success and proved that the K-12 schools are benefited academically by the introduction of fruit and vegetable gardens in their premises. Seventeen percent of the participant schools of the program reported a remarkable improvement in the test results of their students. The successful story of The Welch's Harvest Grand program thus proves the relevance and importance of the necessity of such activities to be carried out in primary and secondary schools in order to bring about desirable changes in the eating habits of the children so as to make them ready to learn and to produce better academic outputs. The story of Martin Luther King Junior Middle School of

Occupational health and safety laws in Sydney, NSW Case Study

Occupational health and safety laws in Sydney, NSW - Case Study Example As most the guests who are attending this event hold VIP status, it is very important for Luna Park officials and Event Organizer to look after the safety and welfare of the guests. Literature Review: Workplace safety should always be given a high priority. It does not matter if you are running an organization or conducting an event, you, as an organizer or a manager, should look at various things that directly or indirectly affect workplace safety. Be it a severe accident or negligible accident, it affects people health and organization’s reputation. The occupational health and safety act clearly demands event organizers should maintain a risk register and site induction to ensure all the responsibilities are properly delegated to each and every individual. Site Induction paper will help event organizer in assigning the tasks. The site induction paper needs to be discussed among the group of people who look after various tasks when an event is going on. Site Induction paper w ill have the details of site management team and event details. Site Induction paper also describes the procedure requirements including accident reporting, first aid facilities, fire precautions, smoking zone, evacuation, housekeeping, storage facilities, protocol (If politicians visit the event, common arrangements and other miscellaneous details. So, without site induction paper, it would be very difficult to organize an event. Risk is always there in organizing every event but taking the right care and following proper procedures help mitigating the risk. Risk Identification There are several types of risks involved when organizing an event. Majorly, the... The paper tells that every event organizer should oblige to conduct a risk management process at the site where the event is going to take place. Developing a site induction report and get it signed by venue manager, event organizer and other people who are involved in the process. The site induction paper helps to assign responsibilities to concerned people and mitigate the risk. The site induction paper should be read by each and every personnel who are involved in the process. The site induction paper also describes who should be contacted at the time of various emergency levels. The risk is broadly categorized into three types and each type of risk may cause damage to audience who attend the event. So, it is necessary to understand the severity of the hazards and likelihood of the hazard. Most of the event organizers or venue managers will have a chart to identify highly hazardous places or activities. Luna Park has its own risk management policies in place. The only thing needed is the co-ordination between the event organizer and venue manager who works from hotel side. OH &S demands event organizers to identify the hazards and address them well in advance to the event. The evacuation procedure at the time of emergency should be perfectly documented so that the people who are engaged in evacuation activities know their responsibilities. By taking the help of Work Method Statement, it is very much possible for event organizer or venue manager to mitigate the risk at Luna Park.